Author(s): Farrelli Hambulo, Lubasi Simataa and Francis Musonda

Abstract: The integration of artificial intelligence (AI) in higher education presents both opportunities and challenges for policy governance. Globally, higher education is grappling with the need for agile AI governance frameworks balancing innovation and ethical oversight (UNESCO, 2021). Zambia’s National Artificial Intelligence Strategy 2024-2026 outlines a roadmap to leverage AI for educational transformation, emphasizing ethical commitments, infrastructure development, and capacity building (Ministry of Technology and Science, 2025). However, the strategic plan’s alignment with university autonomy and institutional readiness remains underexplored. Positioned within Sub-Saharan AI integration debates, this analysis situates Zambia’s Strategy among continental governance frameworks (World Bank, 2022). This study employs a document analysis methodology, complemented by semi-structured interviews with policymakers and university administrators, to assess the Strategy’s governance pillars and their implications for Zambian higher education. Findings indicate that while the Strategy establishes robust ethical guidelines and international benchmarks, gaps persist in resource allocation, data governance protocols, and stakeholder engagement mechanisms (TechEstate, 2025). The tension between centralized policy directives and institutional autonomy emerges as a critical barrier to effective implementation. Moreover, the Strategy’s decolonial aspirations require further operationalization through localized epistemologies and inclusive governance structures (Adekunle, 2023; Ndlovu & Kofi, 2024). By interrogating the Strategy through decolonial policy analysis, this article foregrounds local epistemic communities and institutional capacities. It concludes with actionable recommendations for enhancing policy coherence, strengthening data stewardship frameworks, and fostering collaborative governance models. Implications for policymakers, university leaders, and future research agendas are discussed to guide the realization of AI’s transformative potential in Zambia’s higher education landscape. Overall, this study advances understanding of AI governance dynamics in emerging higher-education settings.

DOI: 10.22271/27891607.2025.v5.i2c.329

Pages: 199-205 | Views: 174 | Downloads: 48

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